Term 2

Unit 3 "Earth and our place in it"

School: ''Baldauren'' REHC

Date: 30. 10. 2020

Teacher’s name: Kambarova Gulzhan

Grade 9 _''G''

Number present:

Number absent:

Theme of the lesson:

Environmental problems

Learning objectives(s) that this lesson is contributing to

9.3.2.1 ask complex questions to get information on a range of general and curricular topics.

9.3.6.1 link comments with growing flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges.

Lesson objectives

All learners will be able to:

• Recognize and use vocabulary relating to the environment.

• Identify the meaning of the programme about an environmental problems.

Most learners will be able to:

• Use speaking, listening and writing skills to solve problems cooperatively.

Some learners will be able to:

• Discuss and give their opinions using own words.

Value links

Being environmentally conscious/friendly, actively providing solutions to global problems.

Cross curricular links

Ecology.

Previous learning

Relative pronouns.

Use of ICT

Smart board for showing a presentation, getting additional information, playing the audio files.

Intercultural awareness

Be aware of global problems as global citizens.

Health and Safety

Breaks and physical activities used.

Plan

Planned timings

Planned activities

Resources

Beginning the lesson

The lesson greeting.

Good afternoon students!

What date is it today?

What day of the week?

What is the weather like today?

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Teacher: Today we have an unusual lesson, as there are guests. Students, look at the pictures. Can you identify the theme of the lesson?

Students: ''Environmental problems''

Good of you! The theme of our lesson: ''Environmental problems''

Brainstorming. Teacher:

This year is considered the year of volunteers, do you know what the next year will be?

Next year is the year of ecology.

And now let's read together the poem on the screen.

Warm up.

Brainstorming. Students read a poem in a chorus.

Walking along feeling free

Feeling the Earth here with me

And I love her, she loves me.

I hug the Earth the Earth hugs me.

Pictures A3

Main Activities

1 minut

II Introducing with the new words.

1) throw away 8) destruction

2) punish 9) fume

3) recycle 10) dump

4) destroy 11) waste

5) burn 12) petrol

6) poisons 13) acid rain

7) water pollution 14) air pollution

Students make short sentences with the new words.

Example: 1) In summer petrol fumes and pollute the air.

2) Water pollution and air pollution is a community problem.

Descriptor

Students make sentences using new words.

Task 3. Showing the video.

After showing the video teacher elicit the students' answers.

Task 4. Fill in the sentences.

Descriptor:

Fill in the sentences.

Pollution, most serious, destruction, environmental, dangerous, poisoned, dump.
1. There are a lot of … problems nowadays.
2. Air pollution is one of the … ecological problems.
3. Many lakes, rivers and seas are … nowadays.
4. Rivers will be polluted, if people... waste into them.
5.... of rainforests is one of them.
6. Too many cars... for people in towns and cities.
7. Many cars and buses cause air ….

Relaxing time. Students dance ''Macarena''

Task 5

Descriptor: Match the sentences A with B

1) Жить в условиях города - F) Leave their habitats

2) Решать проблемы окружающей среды -

G) Nuclear - poisoned fish

3) Красота сельского ландшафта -

A) Life in a town environment

4) Промышленные и ядерные отходы -

B) To solve the environmental problems

5) Использовать в качестве мусорной свалки -

C) Countryside beauty

6) Оставлять свои места обитания -

E) To be used for dumping

7) Рыба, подвергшаяся радиационному заражению - D) Industrial and nuclear waste

Correct answers: 1 - A; 2 - B; 3 - C; 4 - D; 5 - E; 6 - F; 7 - G.

Task 6

Project Poster.

Teacher: to cover our topic, you have to go to the board and explain the cause of water pollution and air pollution using pictures. Who wishes, please come out.

Task 7

Descriptor

Translate the sentences into English

1) Компании, сбрасывающие тонны химикатов в реку, должны быть наказаны.

The companies which dump tons of chemicals in the river should be punished.

2) Выхлопные газы автомобилей, дым заводов и фабрик загрязняют окружающую среду.

Exhaust gases from cars, smoke from factories pollute the environment.

3) Мы должны сохранить газеты и журналы. Они могут быть переработаны.

We should save newspapers and magazines. They may be recycled.

4) Если мы не будем бороться с загрязнением окружающей среды, то будет слишком поздно.

If we don’t fight pollution of the environment, it’ll be too late.

5) Многие реки и озёра загрязнены и не можем использовать для питья.

Many rivers and lakes are polluted and cannot be used for drinking.

Interactive board

Worksheets

Video material

Interactive board

Worksheets

Ending the lesson

Self-reflection.

What was interesting in today’s lesson?

What did you learn at this lesson?

What didn’t you understand at this lesson?

Interactive board

End

1min

Feedback: Teacher asks students what task was difficult to them and which pair worked well.

Additional information

Differentiation –

how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment –

how are you planning to check learners’ learning?

Critical thinking

Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.

Assessment criteria:

1. Give feedback to others orally.

2. Identify facts and details in extended talks with little support.

3. Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences.

Descriptor:

A learner:

• gives constructive feedback to classmate.

• identifies sentences as True and False.

• uses appropriate subject-specific vocabulary while speaking.

Observation

• Feedback on the work

• Self-assessment

Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas